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Subject: Mathematics Grade: 5 Time: 60mins
Topic: ‘Rounding Off’ (whole numbers)
Content Standard:(OECS learning standards)
MT.5.CS.NS.1: Pupils can construct understanding of whole numbers up to 100 000 using a variety of tools, media, and strategies.
MT 5 NS UN 6 Round whole numbers to nearest ten and hundred and thousand using a variety of tools (such as number line, place value chart, bar method).
Objectives: through discussion, observation, questioning and drill & practice pupils should be able to:
1. Explain what is meant by rounding of whole numbers
2. Round off at least five numbers with up to five digits to the nearest ten, hundred, or thousand.
3. Share one real life experience where rounding off was use or is important.
Purpose for learning (optional): To help pupils to estimate and round off numbers.
Focus Question (FQ): 1. How is rounding off important to you?.
2. Why should you learn to round off numbers?
3. Can the place value chat be used to help round of numbers?
4. If you want to surprise your 27 friends with pencils, but they are only sold in packs of 10 how many packs should you buy and why?
5. If there are 1529 students in a school and they all need 1 notebook which comes in packs of 100 which place value would be best to round to and why? What number of notebook should you buy? What happens if you round to the nearest hundred or tens?
Instructional Materials: Place value chart, Number line, laptop, internet access
Content: Rounding off: changing a given number to the nearest ten, hundred, thousand or million. (it is an estimate)
1st Find the place value you want (the "rounding digit") and look to the digit just to the right of it.
2nd If that digit is less than 5 do not change the "rounding digit" but change all digits to the right of the "rounding digit" to zero.
3rd If that digit is greater than or equal to 5, add one to the rounding digit and change all digits to the right of the rounding digit to zero. Examples: 462 =500 6 is more the 5 so I is added to the 4 making it 5 and zero replaces all the other digits
Activities (In Sequence):
- Review the place value chart.
- Pupils are given questions for which the try to estimate. (Sample: How many students are in the class, How many grains of rice are in a 1kg bag)
- Teacher introduces topic and states objectives of the lesson
- Pupils share what they know about rounding off then observe as teacher writes numbers 1- 10 on the board
- Teacher identifies a digit and asks pupils to say which number the digit is closer to 1 or 10. (teacher uses this little algorithm to help students if necessary 3 is 2 away form 1 but 7 away from 10 therefore 3 is closer to 1)
- Pupils’ use hundred chart and number line to round numbers.
- Class recite rule (Underline the digit you want to round to, Look next door. If it's 5 or higher, add one more. ( Pupils are given sticks or they can draw example 9 sticks together, teacher explains that 9 is close to ten so it is considered to be a group of ten therefore we add 1 group of ten to the tens place. If it's 4 or lower, just ignore! Flex your muscles like a hero, Numbers to the right change to 0!)
- Pupils participate in guided discussion (during discussion teacher demonstrates how to round off numbers using the place value chart following the rule
- Students are reminded that 1 and 2 cents are no longer in use so we round either round up or down.
- Class completes two examples together on the board step by step.
- Pupils complete two on their own
- Teacher checks pupils work and give feedback where necessary.
- Pupils complete seatwork activity
- Pupils work is checked by the teacher who gives feedback.
- Students use their tablets, smartphones and or teacher’s laptop to visit a prepared instructional wiki @ https://www.wikiful.com/@AllanJones/welcome-to-mr-allan-jones-math-wiki to play rounding off games and gather more information about the topic.
- Pupils share what they have learn from their rounding off experience.
-discussion -oral questioning -drill and practice -observation